Teach-Early-Years-14.1

SARAH PAVEY IS A LIBRARIAN, EDUCATION TRAINER AND AUTHOR We can harness wordless stories to develop children’s cognitive skills and emotional growth, says Sarah Pavey … H ave you ever noticed how a toddler’s eyes light up when opening a picture book? It’s not just about fun – it’s actually kickstarting their journey into critical thinking and emotional growth. Research by Sun et al ((2024), bit.ly/ 42Rqn29) found that children who start reading for fun early on tend to do better in cognitive tests and have better mental health as teens. Back in 2023, BRIDGE, an Erasmus project (bridgeinfoliteracy.eu ) across six countries, looked at how wordless picture books could help 8–12-year- olds develop their information and digital literacy skills. The best part? These ideas work great with little ones too! Let’s dive into what’s called the BRIDGE approach. Picture this: three- year-old Mia picks up The Colour Monster and asks, “Why is he all mixed up?” She figures out that the rainbow- coloured monster might be feeling lots of things at once – just like when she’s excited about the park but nervous about the big slide. That’s exactly what this pedagogy is all about! WONDER PHASE In the Curious Caterpillars Room (ages 2–3), the class were doing something clever with The Very Hungry Caterpillar . The teachers put together a basket of toy fruits for the kids to touch and explore before reading. Just a single comment from a child might inspire a week’s activity “Picture books boost critical thinking” You can get creative here – try setting up mystery boxes with recorded messages, bring in puppets to introduce the story, let the children play detective with the book cover, or create a hands-on area with objects and textures from the story. REFLECT PHASE This is where the magic happens. At Little Stars Nursery, after reading Ruby’s Worry , the children started drawing their own “worry bubbles” and chatting about what makes them feel better. Leo even created a “happy box” of things that helped him stay calm. Try getting the children to make art inspired by the story, put together emotional literacy boxes, draw or use pictures to make a simple journal, or create a cosy corner with mirrors and feeling cards. Here’s a brilliant bit – if we use wordless picture books, they are fantastic for families where English isn’t their first language. Grandparents or relatives can join in, no matter what language they speak! HOW TO MAKE IT WORK Start small, beginning with one aspect of the BRIDGE approach each week – gradual implementation leads to better sustained results. Follow their lead – just a single comment from a child looking at a book might inspire a week’s activity around a topic. Create story spaces to encourage children to pick up books voluntarily. Keep sessions short (5–15 minutes). Use lots of movement and sensory elements. Include physical objects related to the story. Allow for repetition – young children love and learn from it. Remember, every child’s journey with books is different. The BRIDGE approach is just a helpful roadmap; the real adventure happens when we follow where children’s curiosity leads us! In her role as a librarian, Sarah specialises in information and digital literacy and represented the UK in the BRIDGE project. Visit SP4IL.co.uk EXPLORE PHASE The class in Rainbow Room (ages 3–4) were using We’re Going on a Bear Hunt . They turned their classroom into a sensory adventure – children got to squish through “mud” with their fingers (chocolate mousse!), swish through “grass” (shredded paper), and tiptoe through “snow” (cotton wool). Why not try something similar? Set up story-themed sensory baskets, get the children moving like characters in the story, make a mini theatre from a box, or create picture maps of the story’s journey. COMMUNICATE PHASE Shy Amir attended his class in the Changing Places room (ages 4–5). While exploring The Gruffalo , he started making monster noises and eventually became a confident storyteller through puppet- making. You could try changing the story’s setting for fun, grab some props for storytelling, let the children lead the narrative, or set up a special spot for sharing stories using the Helicopter Stories technique (helicopterstories. co.uk ). Teachearlyyears.com 37